Childhood Development in Alberta

June 2014 (Updated)

How are our young children doing? childhood development in Alberta

Community

appendices on USB stick Published June 2014 (Updated) by the Early Child Development Mapping Project (ECMap) as part of a series of reports I-3

Table of contents

Acknowledgements I-4 Provincial overview I-19 Glossary of abbreviations I-5 EDI results I-19 Introduction I-6 Outline I-19 Studying early childhood development in Alberta I-6 Summary I-19 Five areas of development I-20 Taking the initiative I-6 Developing appropriately I-21 Piecing the information together I-7 Comparison of Alberta to Canadian norm I-21 Supporting early development at the community level I-8 Experiencing great difficulty by area of development I-21 Understanding the findings I-9 Socio-economic status I-22 What you will find in this report I-9 Community resources I-22 What you need to know about the data I-10 Early Development Instrument (EDI) I-10 Community profiles I-24 What it is I-10 Tips for reading maps, charts and graphs I-24 Why it focuses on the development of kindergarten-aged children I-10 Endnotes I-26 What it measures I-10 Community profile index I-27 How scores are categorized I-10 Community results – arranged alphabetically Five areas of development measured by community acronym (see USB stick) C-1 by the EDI I-11 How EDI data was collected, analyzed Appendices and shared in Alberta I-12 (see USB stick) Great difficulty and challenging areas of development I-14 Appendix A: School authorities by EDI Other useful EDI information I-14 waves (collection years), round 1 and 2 A-1 Socio-economic status I-15 Appendix B: EDI frequencies by community Index gives an overall view I-15 and subcommunity A-5 Five factors drill deeper I-15 Appendix C: Communities by school Demographics add context I-17 authorities by EDI waves A-11 Community resources I-17 Appendix D: EDI frequencies for sex Putting the data to work I-18 and mean age by community A-45 Appendix E: Mean scores of the SEI and its factors for the province, communities and subcommunities A-49 USB stick instructions Appendix F: Categories of SES factors by community A-63 Please check the README.pdf file for instructions on how to navigate, view and Appendix G: Community resources: print information from the USB stick. frequency by category A-67

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-4 Acknowledgements

This report represents the joint work of the ECMap Project team:

Director – Dr. Susan Lynch Citation Research scientist – Dr. Vijaya Krishnan Please use the following citation Mapping and data manager – Cindy Post when quoting or using information Research analysts – Xian Wang and Fahim Hassan from this report:

Mapping analysts – Darcy Reynard and Mauricio Yamanaka Early Child Development Mapping Data analyst – Amin Mousavi Project. (2014). How are our young Community development and mobilization manager – Line Perron children doing? Community profiles of early childhood development in Community development coordinators – La Vonne Rideout, Donna Cushman, Launa Clark, Laurie Lafortune, Dianna Souveny, Janice Kraemer, Kathy Crothers, Alberta. Edmonton, AB: ECMap, Valary Howard, Holly Handfield and Tinna Ezekiel Community-University Partnership for the Study of Children, Youth Communications coordinator – Olenka Melnyk and Families, University of Alberta. Project administrator – Corrine D’Souza

Research assistants – Erik Henningsmoen and Samantha Berger

Project assistant – Gregory Chao

Numerous other individuals also contributed to the project since its beginning in 2009. Early childhood development community coalitions across Alberta collected information on their communities and provided feedback to the project team, as well.

The report and ECMap Project would not have been possible without funding from Alberta Education and the support of the Community-University Partnership for the Study of Children, Youth and Families (CUP) in the Faculty of Extension at the University of Alberta where ECMap is based.

Artsmith Communications designed and laid out the report.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-5 Glossary of abbreviations

DA – develping appropriately ECD – early childhood development ECMap – Early Child Development Mapping Project ED – experiencing difficulty EDI – Early Development Instrument EGD – experiencing great difficulty SEI – socio-economic index SES – socio-economic status

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-6 Introduction

Studying early childhood development in Alberta

Taking the initiative

A child’s early development has a lifelong impact on everything from physical and mental health, to educational and career success, ability to form stable, close relationships, Development (ECD) Mapping Initiative was launched and sense of self-confidence and overall well-being. by Alberta Education in 2009 to study early childhood development across Alberta and to engage communities Scientific research shows that the early years (from before in promoting positive early development. The Early Child birth to age five) are the most critical period of human Development Mapping Project (ECMap), which is based development and that children’s early environments shape at the University of Alberta, was contracted by Alberta the structure of their rapidly growing brains. Creating the Education over the course of the five-year initiative to: nurturing environments essential for healthy development takes a collective effort that involves parents, caregivers, • analyze data gathered on the development governments, educators, service providers, businesspeople of preschool children in the province, and community members — the entire village, in fact. • study the socio-economic and community factors that may influence development, • prepare reports on provincial and community level findings, Measuring the progress of young children can be enormously • mobilize communities to use the information in local planning useful in ensuring that children and their families have the and strategies to improve developmental outcomes, and supports they need to thrive and succeed. The Early Child • provide government with information and recommendations based on research findings.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-7

Piecing the information together Three kinds of data were collected in Alberta and are presented in this report.

Early Development Instrument (EDI) surveys of child 1 development socio-economic collected by 2 information drawn kindergarten from Statistics teachers Canada 2006 census data

EDI data has been analyzed for 70,206 kindergarten children from 2009 information on community to 2013. This provides a baseline for future 3 early childhood development comparison of early childhood development in (ECD) resources provided by Alberta. Socio-economic data and information on communities community resources were also gathered in order to better understand the environments in which young children are being raised in Alberta and how they impact early development.

What are communities? ? There are many kinds of communities. For the purposes of this project, communities are defined as people living in geographical areas.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-8

Supporting early development at the community level

Communities have worked as key partners with ECMap in gathering, interpreting and responding to early childhood development data in Alberta. This reflects the important role communities play in shaping and supporting early development.

Communities influence early development: They are part of the early environments that shape children’s Communities are different: development. Supportive communities Collecting information on early can positively affect development development at the community and buffer some of the negative level shows how children are impacts of poverty and other doing in different parts of social disadvantages. Alberta. Comparisons can then be made across the province, and strengths and gaps in community supports and services can be identified.

Communities

Communities translate the research into action: Research information on communities is released to coalitions first. Coalitions decide how to share and respond to the data within their communities. The results Communities map their own boundaries: are then released on ECMap’s Communities, through the work of early childhood website www.ecmap.ca. development (ECD) coalitions, establish their own boundaries. Because there are no common community boundaries in Alberta, this is an essential first step in analyzing and mapping early development data at the community level. Wherever possible, subcommunity boundaries have been set in order to break the data down further and provide a more detailed picture of early development.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-9

Understanding the findings

What you will find The information in this report is more comprehensive and detailed than the preliminary data released to coalitions in this report earlier through community information packages (CIPs), which were prepared for each community. It contains EDI An overview of EDI, socio-economic and community resource results for an additional 20,000 children, more in-depth SES data is provided for Alberta. More in-depth information for the information and the first data on community resources. province can be found in a companion report, How are our young children doing? A provincial analysis of early childhood Differences between preliminary and baseline development in Alberta. EDI results are primarily due to additional EDI data rather than changes in early development. The main body of this report deals with community-level data. Community profiles have been created for 100 — or all — early childhood development (ECD) communities in Alberta, covering the entire area of the province. The profiles include:

• Early Development Instrument (EDI) results collected What is an early over the five-year period of 2009 to 2013.This combined childhood development (ECD) data provides a baseline for comparing future EDI data community coalition? in Alberta; A coalition is a broad-based group of people • socio-economic data based on the Statistics Canada who are concerned about the well-being of young children and families. It may include: 2006 census. In addition to an overall socio-economic parents, school officials, educators, politicians, index (SEI), the data has been broken down into five municipal planners and department staff, health categories to examine the factors that make up the care providers, early learning and care providers, socio-economic index (SEI); and service agencies, librarians, entrepreneurs, policy-makers, members of faith communities • preliminary information on early childhood development and ethnic groups, and service clubs. community resources. This data was collected by community coalitions and shared with ECMap. ?

What is baseline data?

Baseline data acts as a starting point for future comparison in order to track changes over time.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-10

The EDI does not What you need to know diagnose individual ? development. about the data

Early Development Instrument (EDI)

What it is What it measures

The EDI was developed by the Offord Centre for Child The EDI is a wholistic tool that looks at five core areas of early Studies at McMaster University in Hamilton, Ontario. development. While these areas are measured separately, it’s It is used by most provinces, including Alberta, and important to remember when interpreting the results that the internationally, by many countries. five areas are closely connected. (See chart on page I-11.)

• The EDI is a population-based tool that assesses the developmental health of kindergarten-aged children. How scores are categorized • Kindergarten teachers complete a survey for each child in their class. EDI scores are grouped into three categories:1 • In Alberta, parental consent is required for children to be included in the surveys. Developing appropriately – includes scores • The EDI provides results for groups of children, that reflect most or all of the developmental skills not individuals. and abilities that are usually demonstrated by the • Survey results are grouped and summarized according time children are in kindergarten; to where children live, providing geographic profiles of Experiencing difficulty – includes scores that indicate early development at the provincial, community and probable delays in some areas of development; subcommunity levels. • The EDI provides an overall sense of how children Experiencing great difficulty - includes scores that have developed before they enter school. suggest significant delays in development.

The cutoff scores for each category were set by the Offord Why it focuses on the development Centre using data on more than 175,000 Canadian children of kindergarten-aged children (norm II data).2

Kindergarten presents the first opportunity to collect data on The percentage of children in each category is calculated early development for large populations of young children in for the five areas of development at the community, Canada. The costs and logistics of measuring development subcommunity and provincial level. The percentage of at an earlier age are too prohibitive at this point, outweighing children who are experiencing great difficulty in one or more the advantages of collecting earlier data. areas of development, and two or more areas are calculated at the community, subcommunity and provincial levels.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-11

Five areas of development measured by the EDI

Physical health and well-being • fine and gross motor skills (e.g. can hold a pen, crayons or brush, able to climb stairs) • independence in looking after own needs (e.g. able to go to the washroom independently most of the time) • physically prepared for school (e.g. dressed appropriately, well nourished and rested) • able to sustain energy levels throughout the school day

Social competence • plays and gets along with other children • able to follow rules and instructions • able to follow routines • accepts responsibility for actions • shows respect for others

Emotional maturity • able to deal with feelings at an age-appropriate level • able to separate from parent/guardian • not too fearful, not too impulsive • able to focus

Language and thinking skills3 These relate to early academic skills, including: • an interest in reading, writing and language-related activities • age-appropriate reading, writing and counting skills • recognition of shapes, sizes and colours • can easily remember things

Communication skills and general knowledge These relate to general communications skills and knowledge, including: • ability to communicate needs and wants in socially appropriate ways • ability to tell stories • can say words clearly • age-appropriate knowledge about life and the world • ability to take part in imaginative play

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-12

How EDI data was collected, analyzed and shared in Alberta 1 School authorities opted in. They were invited by Alberta Education to collect EDI data twice between 2009 and 2013, in whichever years they chose. A small number collected a third round of data. See Appendix A. 2 Parents gave their consent. 4 Letters were sent out to parents asking for their consent for their children to be included in the Questionnaires were vetted. study. The parental consent rate for Alberta Questionnaires were removed from analysis for for EDI data collection between 2010 and 2013 the following reasons: was 86 per cent.4 • The child was in class for less than one month. • The child was diagnosed with severe disabilities. (Results for these children are provided in a separate report.) • The child was under four years of age or over seven.

3 • Information was missing or incomplete. Teachers filled in Approximately 80 per cent of the questionnaires questionnaires. collected between 2009 and 2013 were analyzed. Kindergarten teachers received training See Appendix B. on completing EDI questionnaires. They completed one for each child in their class in the early spring after they had a few months to get to know their students. Teachers sent the questionnaires to the Offord Centre, which analyzed results for school authorities.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-13

5 ECMap put together provincial and community reports. Children’s postal codes were matched to the communities where they live. Using the postal codes, the data was analyzed at the provincial, community and subcommunity levels. To ensure reliability, EDI results were only reported for communities and subcommunities: • where a minimum of 30 usable questionnaires were collected, and 6 • where the number of usable Communities received their questionnaires represented at least preliminary results and began 74 per cent of the children who their planning. were enrolled in kindergarten and This is a community-based research project. resided in the area.5 Communities, through the work of their See Appendix C. coalitions, play a key role in sharing, interpreting and mobilizing their local research data. Coalitions received Community Information Packages (CIPs) with their preliminary EDI results and socio-economic information. They studied the information and then shared it with their communities and began developing action plans.

Comprehensive report 7 prepared for communities. This report contains baseline data for 2009 to 2013. Communities can use the information in their decision-making and planning for young children and families, and as a baseline for comparing future EDI results.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-14

Great difficulty and challenging Other useful EDI information areas of development Information is provided about the number of EDI The percentages of children who are experiencing great questionnaires available and the number of usable difficulty in I) one or more and 2) two or more areas of questionnaires, as well as the following information: development are given at the: • number of boys and girls, and • provincial level, • number of children by age group. • community level, • subcommunity level, where possible, and See Appendix D for further information. • national level. Studies elsewhere have shown that gender and age can The areas of development in which children are struggling the have a significant impact on early development results.6 most in one or more areas of development and two or more The relationship between these factors and early areas of development are shown in starplot graphs. Each development can vary from one community to another. coloured wedge in the starplot corresponds to an area of development. The bigger the wedge, the greater percentage The percentage of children with diagnosed severe special of children experiencing great difficulty in that particular area. needs is also given. EDI results for this group of children are The graphs are intended to provide an overall idea — rather provided in a separate report, How are our young children than exact data — about the areas of development that are doing? Children with special needs in Alberta. the greatest challenge for children who are experiencing the most difficulty. Please note: There may be a difference in the percentage of special needs children listed for communities in this report ng Skil Thinki ls nd e a as compared to percentages given earlier in the Community g ua C g o an G m Information Packages. The figures listed here are based L e m n u e n ra l ic on cleaned, merged (2009 to 2013) EDI data. K a

n t

o o

w n

l s

d a

g n

E e d

n a

g a

n t i u e r i b t - y l l e

d n a h lt a e H al S ic o ys cia h l C P om pet ence This starplot is an illustration and does not depict any actual results.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-15

Socio-economic status Five factors drill deeper

Socio-economic status refers to social, cultural and The socio-economic variables were statistically analyzed economic conditions that are present in a community. and grouped into five categories or factors: economic Education, ethnic composition and income levels are often stability, social mobility, cultural similarity, vulnerability and used as indicators of the socio-economic status of a community. child care. The variables can have either a positive or Employment rates, the size of families and the value of homes negative relationship to the factor to which they belong. are often considered as part of socio-economic status as well. (See table on page I-16) Higher or more favourable socio-economic status is generally related to more positive early childhood development and long-term life outcomes.7 However, every community regardless of its socio-economic status has children who are experiencing difficulty.

Index gives an overall view

In this report, socio-economic status information has been compiled and analyzed for every community and subcommunity in Alberta. Twenty-six socio-economic variables were analyzed to create a socio-economic index (SEI) for each community and subcommunity. Based on the SEI, communities are categorized as high, medium high, medium, medium low and low in socio-economic status and colour codes have been assigned for each category.

High Medium High Medium Statistics Canada 2011 data Medium Low This data could not be used because the new Low ? voluntary National Household Survey that replaced the mandatory, long-form census questionnaire did not contain enough information on the 26 variables. Certain populations were also underrepresented in the responses, including poor, wealthy, immigrant and First Nations people. The response rate to the 2011 survey was low in some geographic areas.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-16

The five factors and 26 variables of socio-economic status8

Economic Social Cultural Vulnerability Child care stability mobility similarity

average value ratio of dependent immigrants married couples children under of homes children (under 15) (from outside with more than age 5 in total and seniors to working Canada) in the three children population median income adults (aged 16 to 64) five-year period in family (aged 15+) prior to the female labour divorced/separated 2006 census homes needing participation rate income disparity major repairs (ratio of people lone parent families British/ French adults (aged 15+) earning $20,000 or ethnicity unemployment doing more than less to those making seniors (65+) rate 60 hours of $50,000+ a year) living alone foreign-born unpaid child care First Nations/ per week) receiving government average dwelling size use public transit Métis/ Inuit transfer payments to (number of rooms) to get to work families (e.g. social adults (aged 15+) people who own assistance) doing more than their homes 60 hours of population aged unpaid housework low-income 15+ with no per week (low income cutoff certificate, diploma set by Stats Can) or degree in-migration rate population aged (into Alberta from other 15+ employed parts of Canada in a in managerial/ one-year period) professional occupations

Variables are based on percentages except where otherwise indicated (i.e. average value of homes).

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-17

Categorizing socio-economic factors

Each community is categorized for each of the five factors that make up the SEI as high, medium high, medium, medium low and low and colour coded.

High means a positive, or advantaged, socio- economicLe endstatus and low means a negative, or disadvantaged status, High except for vulnerability. A low category for Medium High vulnerability is positive Medium while a high category is negative. Tool Kit Medium Low See Appendix F for Low more details. Community resources

Demographics add context For the purposes of this research project, community resources refer to supports and service that are related to early childhood development The following demographic information is provided (ECD). Numerous studies have shown that the communities in which at both the community and provincial level: children live — and the policies, supports, services and programs that are available — can have a significant impact, both positive and negative, • population, on early development. Early childhood development community • number of children (aged 0-4), coalitions are making an invaluable contribution to understanding how • median income, community resources are affecting young children’s development in • unemployment rate, Alberta by gathering information on their local resources. Community • female labour participation rate, resources can include: • percentage of residents with first language other than English or French, and • programs and services (e.g. child care, prenatal clinics, early literacy • percentage of immigrants. programs, public transportation), • facilities (e.g. recreational centres, libraries, hospitals and schools), This information provides a general overview • natural features (parks, open spaces, hills), and of some of the basic demographic features of • formal and informal networks (e.g. playgroups, community leagues). communities and how these compare to the province as a whole. The information is based on The information was organized into eight categories, using a template Statistics Canada 2006 census data. Communities developed by ECMap, and digitally mapped. (See www.ecmap.ca.) are encouraged to use any additional demographic Lists and maps of resources are provided for the 99 communities that data that has been compiled by their municipalities. made their information available by March 21, 2014 so that the data Demographic information provides a context for could be analyzed for this report. (See Appendix G.) EDI results. Please note that researching community resources is an ongoing, evolving process.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-18

Putting the data to work

Community-level information on early childhood development increases understanding of what’s working well for young children and families, and where changes and improvements need to be made. It provides an invaluable tool for informed decision-making that is responsive to local conditions and particular needs. Local data on young children’s early development can serve as a powerful incentive to bring communities together to improve outcomes.

The information contained in this report will be of interest to a broad range of people, including parents, government, school authorities, service providers, educators, health professionals, researchers, businesspeople and community members. It can be used to:

• raise public awareness about the importance • link socio-economic factors to early development, of early development, • reveal strengths and gaps in supports for young children • create a common language to discuss early development, and families, • show how young children are developing overall and in • show inequities in access to programs, supports the core areas of development in communities and and services, subcommunities, • guide policy-makers and planners at local, provincial and • allow for comparisons among communities and national levels in making decisions about early childhood across the province, development supports and services, and • identify strengths in early development and areas • help service providers and governments at all levels where improvement is needed, and branches to work more closely together.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-19 Provincial overview

EDI results

Outline Summary

EDI questionnaires were collected for 86,564 Some of the overall findings that emerge show that: kindergarten-aged children across Alberta between 2009 to 2013. Out of these, 70,206 met the criteria for • less than half (46 per cent) of kindergarten-aged analysis. (See page I-13.) Provincial level data provides children in Alberta are developing appropriately in an important context for interpreting community and all five areas of development, subcommunity results. More detailed provincial • a higher percentage of young children in Alberta information, including data and trends, can be found are experiencing difficulties in their development in the provincial report, How are our young children as compared to the Canadian norm, doing? A provincial analysis of early childhood development in Alberta. • nearly 29 per cent of young children in Alberta are experiencing great difficulty in one or more areas of Three kinds of EDI results for Alberta are provided development as compared to the Canadian norm in this report: of 25.4 per cent, and 14.7 per cent in Alberta are experiencing great difficulty in two or more areas as • the percentage of children who are compared to the Canadian norm of 12.4 per cent, developing appropriately, experiencing difficulty • approximately three quarters of young children and experiencing great difficulty in each of the are developing appropriately in each of the following five areas of development, four areas: physical health and well-being, social • the percentage of children who are developing competence, emotional maturity and language and appropriately in all five areas of development, and thinking skills, and • the percentage of children who are experiencing • nearly a third (31.4 per cent) are experiencing great difficulty in one or more areas of development difficulty or great difficulty in communications skills and two or more areas in Alberta as compared to and general knowledge. the Canadian norm.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-20

Five areas of development: Alberta 2009-2013 results

Physical Health and Well-being Social Competence Emotional Maturity

75.9% 75.2% 73.9% 10.8% 15.1% 15.0%

13.3% 9.7% 10.8%

24.1% 24.8% 25.8%

Language and Communication Skills Thinking Skills and General Knowledge Developing appropriately Experiencing

76.8% 68.6% Experiencing 16.8% 13.5% June 2014 (Updated) 14.6% 9.6%

23.1% 31.4%

Please note: Percentages may not always add up to exactly 100% due to rounding or missing data.

Number of EDI questionnaires available: 86,564 Number of EDI questionnaires usable: 70,206 Percentage of children with diagnosed severe disabilities out of total number of questionnaires: 2.5 per cent

ECMap June 2014 (Updated) I-21

Developing Experiencing great difficulty appropriately by area of development:

• 46.4 per cent of Alberta’s kindergarten- 2009-2013 aged children are developing appropriately in all five areas of development. These starplot graphs provide an overall sense of the areas of development that are the greatest challenge for children who are • The highest percentage of children experiencing great difficulty in one or more areas of development, developing appropriately in all five areas and two or more areas of development. (See page I-14.) in any community is 73.2 per cent. • The lowest percentage developing Alberta - one or inking Skills appropriately in all five areas in any d Th an ge more areas of ua C community is 16.4 per cent. g om an G development L m en u e r n a ic l a K t n i o o w n s le

g E d

n a

Comparison of Alberta M

g a

n t i u e r i b t - to Canadian norm y l l e

d Alberta EDI data (2009-2013) n a h lt a e 100% l H ca So si c hy ial P Co mp etence 80%

Alberta - two or inking Skills d Th an ge more areas of 60% Great difficulty in ua C g om an G development L m ONE or more en u e r n a ic areas of development l a K t Great difficulty in n i o o w n s l 40% TWO or more e

g E d areas of development e

28.9% m

25.4% t

n a

20% 14.7% M g 12.4% a n t i u e r i b t - y l l e

0% d n a h lt a Alberta Canada e l H ca So si c hy ial P Co mp etence

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-22

Socio-economic status

Socio-economic factors contribute differently to the socio-economic index (SEI). The five factors are listed in order of their importance for Alberta in the table below. The percentages reflect the relative importance of each factor to the SEI and add up to a total of 55.7 per cent. Economic stability contributes the most to SEI for the province as a whole.

The SEI and five factors in Alberta Community

Economic stability 16.3% resources

Social mobility 14.7% Information on community resources is still Cultural similarity 9.2% preliminary at this point. Resources for 99 Vulnerability 8.9% communities were compiled by March 21, 2014 for a total number of 23,600. The resources are Child care 6.7% listed by category in order of frequency reported.

Total 55.7% (See table on page I-23.)

Other factors that are not easily measurable (for eg., quality of life and health and well-being) also contribute to socio-economic status, but these are beyond the scope of this study. Including additional factors would have increased the total percentage.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-23

Community resources summary for Alberta

4,513 Park or trail 182 Other medical 45 Housing support practitioner office 4,107 Other ECD parks; 39 First Nations; Inuit and/or recreation; or community 141 Cultural/ethnic group Métis organization centre asset organization or facility 36 Addiction services centre 3,299 Playground 139 Disability organizations 36 Portable ECD early learning 1,583 Schools 119 Child and Family Services and care*** Authority (CFSA) 1,453 Spiritual centre 31 Portable ECD arts; music and 116 Head Start/Pre- culture asset*** 859 Other ECD asset * Kindergarten 31 Portable ECD health support*** 766 Community hall or 110 Other ECD health asset community league facility 30 Other portable ECD asset*** 110 Parent Link Centre 764 Other early learning and 27 Settlement agency or other care asset** 97 Hospital immigrant/refugee/newcomer organization 705 Playschool/Preschool 85 Low income/poverty family support 26 Nursery schools 666 Child- or family-serving agency or organization 81 Portable ECD parks; 24 Portable child- and family- recreation or community serving asset*** 648 Licensed day care centre centre asset*** 13 Delegated First Nation 590 Recreation centre or 79 Other child- and family- Agencies**** community centre serving asset 11 Portable ECD marginalized 289 Other ECD arts; music 55 Mental health services community support asset*** and culture asset centre 7 Portable ECD religious or 287 Library 55 Organizations providing spiritual asset*** 269 Community health centre services primarily for women 6 Other ECD marginalized or public health centre 50 Portable Parent Link community support asset 269 Food support Centre*** 3 LGBTQ organization 249 Physician office only 46 Live performance space 3 Portable Child and Family 229 Licensed family day homes 46 Other ECD religious Services Authority (CFSA)*** 183 Art gallery or museum or spiritual asset

* asset not otherwise categorized ** other than a licensed day care or day home, nursery school, playschool, preschool or school. *** portable means mobile, with no fixed or permanent location **** recognized by First Nations

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-24 Community profiles

Community profiles have been compiled for 100 communities in Alberta. The profiles have been arranged alphabetically by communitiy acronyms and are available in digital format. (See USB stick attached to this report.) For some communities, there may be insufficient data to report results on the EDI, SES and/or community resources.

Tips for reading maps, charts and graphs

more representative when they are based on larger Community overview numbers. This will have a bearing when interpreting the results for smaller and larger communities, and The map on this page shows the boundaries for the when making comparisons. community and its subcommunities, where these exist.

## # Subcommunities

Red Deer and Area Communi y Overview

2A Ã are labelled by letter Additional community 2 Ã 2A alphabetically 97

A 4

Ã 9 (A, B, C and so on). information 4

9 6 ¾

9 40

2 Ã 2 0 3 Ã J 7 9

2A K 462

8 8 9 ¾ 9 ¾ This page provides a context

A 2 Ã EDI Summary Add t onalRed Commun Deer ty nformaand ionArea Number of EDIs ava able Number of ED s u ed n anal sis % of spec al ne ds 2 164 Le te s (A B C e c i ent y ubcommun t es Subcommunities are for EDI results, including a 3 9% 1 861 Numbe s show the n mber of ED s na yzed or each ubcommun ty

P ease N e Per en ages end to be mo e re ie w en Age at EDI comple ion and gender ! hey a e a ed on a ger umbe s Leg nd # f n yz d E I

0 66 colour coded to indicate the breakdown by age and gender, Gend r 5 2 67 2 5 A e Groups 22 203 3 5 6 F 04 3 0 7 3 8 5 7 5 0 3 42 2 6 5 M 69 3 7 3 7 7 5 T number of usable EDI the percentage of children with 2 8 9 F M 4 7 62 0 2 9 4 936 0 0 * T 8 3 3 260 9

62 3 2 9 6 0

24 28 0 questionaires. diagnosed severe special needs Red Deer and Area (RedDr) Demographics 87 00

P pula on R dDr A b rta 86 32 3 273 78 C i d en 0 4 ea s Unemp o me t r te R dDr and demographic information for A b r a 5 2 0 (6 %) Med n i come n 2 05 201 65 (6 2%) 4 6% F ma e ab ur o ce 4 4% o po u a i n 15 ea s a t c p t on a e nd o d r 27 8 9 32 9 5% $28 39 14 P r en a e of e ients w h 66 3% r t an ua e o h r t an The numbers refer to the number of EDI questionnaires the community. See page I-17. Eng s / r nch 8 3% 16 % erce t ge of imm g a ts

B s d o S a s s C n d 20 6 e s s a a w ch ovi e t e m s re e t e b e r v c w d d ta 8 7% that were analyzed and included in EDI results for each 15 % subcommunity. The percentage of special needs children may be different than the The number of EDIs in a community and subcommunity is percentage provided earlier in Community Information important to bear in mind when looking at percentages of Packages. The percentage listed here is based on cleaned, EDI results in the following pages. Percentages tend to be merged 2009-2013 data.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-25

EDI results for each EDI – Experiencing area of development great difficulty

####

EDI - Communica ions and General Know edge EDI results are provided for each Red Deer and Area Start with the bar graphs on

#### ####

p nc g reat d f i ul y (EGD) n one or more and wo or more areas of deve opme t of the five areas of development. EDI - LanguageRed Deer and Th and nking AreaSki ls the right. The darker bar in each EDI - ExperRed encing Deer Great and Di ﬁculty Area GD 1 o more GD 2 * Canada r mo e * T

#### One page covers each area Alber a graph shows the percentage 12 % 5 4% d d d d Red Deer and Area Re Dr EDI - Emo ional Matur ty 1 7% 2 9% R dDr A of development. 6 ¾ 13 % 2 1% of children experiencing great R dDr B 13 2% 24 %

Re Dr C #### 8 % 28 %

Re Dr D difficulty in one or more areas 16 % 28 % Red Deer and Area RedDr E EDI - Social Compe ence 19 6% 4%

edDr F

3 1% 7 % Start with the results for the of development. RedDr G

9 0% 8 6% 2 Ã

edDr H A Ã 9 1% 1 0%

#### 97 Red r I

7 0% 1 0% community. Go to the pie RedDr J 1 61 6 3% EDI - PhysicalRed Health Deer and and Wel -beingArea 8 2%

Re Dr K

14 % 28 %

Red r L chart at the bottom left 18 % The lighter bar shows the 0 %

7 5%

2 5%

Ã S l f D l 2 0%

Ph i H l h

W lb i

A Ã S l 0%

E li

¾ M i

L 4 % 7 ¾ T i S ll of the page. 08 percentage of children i K l

experiencing great difficulty in

Ã 6 2 Ã Compare the community J

two or more areas of

2A K ¾ ¾ 08

9 9 ¾

6 % 6 5% results with Alberta results 4 6 % development.

A be ta 3 3 % shown in the pie chart at

R Deer A e dD m Phys c l Hea th and We lbe ng l N t M d t y h t d t w y d t x l 1 0 t

1 61

D l 68 3% the bottom right of the page. L d 6 75% t l E The starplot graphs, in the two columns on the left, fﬁ t E t fﬁ lt 1 6 % M d t A ber a 31 3 % indicate which areas of development are the greatest challenge for young children in Alberta, the community Compare subcommunity results, where subcommunities and its subcommunities. Each coloured wedge exist, by looking at the pie charts on the map. corresponds to an area of development. The bigger the wedge, the greater percentage of children is experiencing The percentages in the pie charts may not all add up to great difficulty in that particular area. exactly 100 per cent. Differences of two per cent or more are marked in gray in the pie chart to indicate missing data.

When comparing results among subcommunities — and Insufficient data communities — refer back to the Community Overview map which shows the number of EDIs reported. EDI results are not reported for communities and subcommunities when there is insufficient data. To ensure reliability, EDI results are provided for EDI – Developing communities and subcommunities where: • a minimum of 30 usable questionnaires are collected, and appropriately • the number of usuable questionnaires represents at least

###

De elop ng pprop ia ely n a l a eas of de elopment Red Deer and Area EDI - Develop ng Appropr ately 74 per cent of the children who are enrolled in kindergarten A be ta

R dDr The percentage of kindergarten- R dDr A 46 4% edDr B and live in the area. R dDr C 1 3% 48 0% RedDr D 44 % R dDr E aged children developing 5 5% edDr F

R dDr G 54 % 41 % Re Dr H 46 8% appropriately in all areas of Re Dr I edDr J 60 1% 4 0% RedDr K See pages I-12 and I-13 for more information. 48 2% Red r L 53 7% % 10% 0% 0% development is shown for the 7 4%

% 0% 70% 0 65 0% province, community and each subcommunity, where these exist. (There is no comparable Canadian norm).

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-26

Socio-economic status Endnotes

To find out the overall socio-economic index (SEI) of a 1 The Offord Centre describes these categories community, go to the box at the bottom of the page. You as on track, at risk and vulnerable. will find the SEI listed there as high, medium high, medium, medium low and low. 2 Offord Centre for Child Studies. Normative II Updated. Hamilton, Ont.: Offord Centre, McMaster Go to Appendix E if you would University. Downloaded March 23, 2014, like to compare a particular http://www.offordcentre.com/readiness/files/

Red Deer and Area Soc o-economic ndex community’s SEI to that of updated_normative_II.pdf

2 Ã other communities in Alberta. A Ã

97 ¾ 3 The Offord Centre describes this EDI area of

Ã development as language and cognitive skills. ¾

96 2 Ã The map shows the SEI for the Ã

J 2A K ¾

8 8 ¾ 4 Parental consent rates were not reported in 2009. 9

9 ¾ subcommunities, where these A Ã

2 Ã exist, which are identified by 5 Studies show that 74 per cent is the minimum L gend

igh Red Deer and Area RedDr) Communi y M um H gh

M um R d D d A C t td t M d H h t t

M d um L w tl H h v y t x t f v b l y wh h v t ! S I 5 L w letters: A, B, C, etc. The required in order to report reliable results. Krishnan, T mp r mmu ty v r l EI d SE f t r App d x E

subcommunities are colour- V. (2011). Guidelines to Follow When Working with coded according to their Small Numbers. Edmonton, AB: ECMap, CUP, socio-economic status category. The legend at the bottom U of A. http://www.cup.ualberta.ca/wp-content/ left of the page explains the colour codes and categories. uploads/2013/04/GuidelinesSmallNumbersCUPW Go to Appendix F to find out how communities have been ebsite_10April13.pdf categorized on each of the five factors. The categories 6 See Centre for Community Child Health and range from high to medium high, medium, medium low and Telethon Institute for Child Health Research (2009). low. Remember that high is positive for all factors except A Snapshot of Early Childhood Development in for vulnerability. High vulnerability is negative and low Australia – AEDI National Report 2009. Australian vulnerability positive. Government, Canberra. 7 Crosnoe, R. (2007). Early child care and the school Community resources readiness of children from Mexican immigrant families. IMR (Spring), 41 (1), 152-181. Liu, X & The summary is linked to ### Lu, K. (2008). Student performance and family Red Deer and Area Commun ty resources ummary Commun ty Resou ces a digital map showing the # of so s mapped Resou ce type 192 socioeconomic status. Chinese Education and Pla r und 34 Pa k r t a l 7 S i ual en e location of the resources. 27 Sch o s 18 Co mun ty a l r co mun t eague c l ty 8 P a choo re cho l 16 Ot r ear y arn ng and ca asset 16 Ph i i n ice on Society, 41 (5), 70-83. 5 Fo d supp t 14 Go to Appendix G for a list Re ea io c nt e commu ty ce e 13 L e sed d y ca e en re 10 O her EC pa ks; c eat n or co mun ty nt e set 6 O er ECD a t ; m s c 4

4 t ga er or mu e m nd ul u e set C l u al e hn c gr p o ga za on or f ci t 4 8 The terminology used to describe socio-economic sab i y rg ni a ons of community resources by 4 c nse f m y d y home 3 h ld- r am l -s v ng a en y or r an za on 3 ommu ty he l cen re r pu l hea th nt e ib a y ve pe o m nc spa e frequency of category. O her E D a s t variables has been simplified from the terminology Pare t i k Ce e Se t em nt a e cy or o er mmi an / e gee ne comer gan z on Ch d 1 d am Serv s A th ty (CF A) Hosp t l Hous g su po t 1 O ga z 1 a Othe ECD onshe h roa sid t n se v ces p ima y f r wo en 1 Ot e ch d- a d f m y er in as et used by Statistics Canada to make it more 567 TOTAL < nse t text bout nk ng to maps and appendi > understandable to lay audiences.

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-27

Community profile index

The table below lists communities alphabetically and gives their acronyms. Acronyms are used to locate communities by folder and page on the USB stick. Communities have been filed under their acronyms rather than their full names because many community names have too many characters for electronic labelling and filing.

Page Report Community Name and Acronym Reference Folder

C-1 Athabasca and Area Athbsc A-C

C-2 Barrhead - Fort Assiniboine Barrhd A-C

C-3 Beaumont Beaumt A-C

C-4 Big Lakes - Smoky River BLSR A-C

C-5 Bow Valley BowVly A-C

C-6 Brazeau County BrazCo A-C

C-7 Brooks - Newell County Newell N-S

C-8 Calgary Bowness Montgomery CgyBM A-C

C-9 Calgary Deep South CgyDS A-C

C-10 Calgary Downtown CgyDt A-C

C-11 Calgary East CgyE A-C

C-12 Calgary North Central CgyNC A-C

C-13 Calgary North of McKnight CgyNMK A-C

C-14 Calgary Northwest CgyNW A-C

C-15 Calgary South Central CgySC A-C

C-16 Calgary Southwest CgySW A-C

C-17 Calgary West CgyW A-C

C-18 Camrose and Area Camrse A-C

C-19 Cardston County - Warner County North CrdWrn A-C

C-20 Central Peace CPeace A-C

C-21 Chestermere - Southeast Rocky View SERVw N-S

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-28

Page Report Community Name and Acronym Reference Location

C-22 Clearwater County Clrwtr A-C

C-23 Cochrane and Area Cochrn A-C

C-24 Crowsnest Pass and Area CrwPas A-C

C-25 Cypress County Cypres A-C

C-26 Drumheller and Area Drmhlr D-G

C-27 East Grande Prairie County EGPCo D-G

C-28 East Red Deer County ERDCo D-G

C-29 Edmonton City Centre EdmCC D-G

C-30 Edmonton Mill Woods EdmMwd D-G

C-31 Edmonton North Central EdmNC D-G

C-32 Edmonton Northeast EdmNE D-G

C-33 Edmonton Southeast EdmSE D-G

C-34 Edmonton Southwest EdmSW D-G

C-35 Edmonton West EdmW D-G

C-36 Edson Edson D-G

C-37 Elk Point and Area ElkPt D-G

C-38 Fairview - Clear Hills Fairvw D-G

C-39 Flagstaff - Beaver County FlgStf D-G

C-40 Fort Macleod and Area FtMcld D-G

C-41 Fort McMurray FtMcM D-G

C-42 Fort Saskatchewan FtSask D-G

C-43 Forty Mile County FrtyMl D-G

C-44 Grande Cache GCache D-G

C-45 Grande Prairie GrndPr D-G

C-46 Hanna and Area Hanna H-M

C-47 Hinton - Jasper HtnJsp H-M

C-48 Innisfail Inns H-M

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-29

Page Report Community Name and Acronym Reference Location

C-49 Kneehill Area Kneehl H-M

C-50 Lac La Biche LLBich H-M

C-51 Lac Ste. Anne and Area LSACo H-M

C-52 Lacombe County LcmbCo H-M

C-53 Lakeland Region Lakeld H-M

C-54 Lamont County Lamont H-M

C-55 Leduc County Leduc H-M

C-56 Lethbridge Lthbrg H-M

C-57 Lethbridge County LthbCo H-M

C-58 Lloydminster and Area Lloyd H-M

C-59 MD Taber - Warner County South TbrWrn T-W

C-60 MD of Foothills Fthlls D-G

C-61 MD of Provost Prvost H-M

C-62 Mackenzie District Macknz H-M

C-63 Manning and District Maning H-M

C-64 Medicine Hat MedHat H-M

C-65 Mountain View County MtnVw H-M

C-66 North Rocky View NRVw N-S

C-67 Northwest Peace NWPeac N-S

C-68 Pincher Creek and Area PnchCk N-S

C-69 Ponoka and Area Ponoka N-S

C-70 Porcupine Hills - Willow Creek PHWC N-S

C-71 Red Deer and Area RedDr N-S

C-72 Rimbey and Area Rimbey N-S

C-73 Slave Lake SlavLk N-S

C-74 Smoky Lake and Area SmkyLk N-S

C-75 Special Area 4 - Paintearth County Paint N-S

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated) I-30

Page Report Community Name and Acronym Reference Location

C-76 Special Areas 3 and 2 East - MD of Acadia SpecA3 N-S

C-77 Spruce Grove SprcGv N-S

C-78 St. Albert StAlb N-S

C-79 St. Paul and Area StPaul N-S

C-80 Stettler County StlrCo N-S

C-81 Stony Plain - Wildwood StPWld N-S

C-82 Strathcona - Rural StraR N-S

C-83 Strathcona - Sherwood Park StraSP N-S

C-84 Sturgeon County StrgCo N-S

C-85 Sylvan Lake and Area SylvLk N-S

C-86 Two Hills County TwoHll T-W

C-87 Valleyview and Area Vllyvw T-W

C-88 Vegreville and District Vegre T-W

C-89 Vermilion and Area Vrmln T-W

C-90 Vulcan County VlcnCo T-W

C-91 Wabasca Wabsca T-W

C-92 Wainwright and Area Wnwrgt T-W

C-93 West Grande Prairie County WGPCo T-W

C-94 West Red Deer County WRDCo T-W

C-95 Westlock - Thorhild County WstThr T-W

C-96 Wetaskiwin and Area Wtskwn T-W

C-97 Wheatland County WtldCo T-W

C-98 Whitecourt - Swan Hills - Fox Creek WSF T-W

C-99 Wood Buffalo North WBN T-W

C-100 Wood Buffalo South WBS T-W

ECMap Community profiles of early childhood development in Alberta June 2014 (Updated)

Mapping a bright future for Alberta’s young children